METACOGNITIVE STRATEGIES OF SENIOR HIGH SCHOOL STUDENTS: IMPACT ON THE ACADEMIC PERFORMANCE

This paper aimed to assess the perceived reading strategies among one hundred and twenty-eight senior high school students in District X. Descriptive method of research was used in this study. A Survey of Reading Strategies (SORS) and a researcher-made test were used to determine whether there is a significant difference between metacognitive reading strategies and track, and a significant relationship between metacognitive strategies and academic performance. Results indicated that these students perceived problem-solving strategies to be more useful followed by support (SUP) and global strategies (GLOB). Moreover, prior knowledge had been the ‘usually' used metacognitive strategies of the Grade 11 senior high school students. In addition, the finding showed that the students' level of metacognitive strategies with regard to global and support strategies varied toward different tracks/strand while they had the same level toward problem-solving strategy. Finally, there was no significant relationship between the students' academic performance in EAPP and the two categories of metacognitive reading strategies,PROB, and SUP strategies; while there was a significant relationship between GLOB strategies and academic performance in EAPP.